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A developmental psychologist investigates how children think about fairness and exclusion.

Through Big Brothers, Big Sisters, I’ve been working with a little girl from the neighborhood where I used to teach. I think very highly of this group and have only had good experiences with them. However, at a recent area-wide picnic, I noticed something disturbing. Most (not all, but the vast majority) of the children being mentored were African American or Latino. Most of the adult mentors were white or Asian. Again, this was not without exception, but was apparent.

One recent November, a discussion about plants as a food source led Cowley's first-grade class to talk about hunger. The class decided to bake pies and cookies to deliver to a local church's Thanksgiving dinner for

I don’t have an answer to the question, “How should I talk to my students about Garissa?” But I have some real fears about the dangers of not contextualizing this incident.

We know little about the motives of the gunman who opened fire yesterday in a Sikh temple in Oak Creek, Wisconsin. Many of us will monitor the news during the day, hoping to learn more about what the shooter thought he was doing, sure to hear more about the heroism and horror inside the building.

Putting empathy into action is a daily calling for Kelly Wickham Hurst.

One clear advantage of extracurricular activities is that they tend to get students’ undivided attention. Most young people have a real connection to their sports team, choir, theater group or other organization. The coach, director or advisor enjoy unique opportunities to see students really concentrate on a consistent basis. This creates a powerful opportunity for us as educators when it comes to issues of diversity. We can model fairness, equity and inclusion, as well as provide experiences for our students to be exposed to positive diversity messages.